Curriculum, Instruction and Professional Development.

transcript

Curriculum, Instruction and Professional Development

Housekeeping• Introductions• Sign in • PD Express• MTSS Binder• Wi-Fi code on table tents • Breaks/Lunch• Restrooms• Cell phones on vibrate

Courageous Conversations

Four agreements1. Stay engaged2. Speak your truth3. Experience discomfort4. Expect and Accept non-closure

MTSS Year One

Day One Overview

Agenda – Day 18:30 Welcome / Overview

9:00 Beliefs Survey

9:15 What is MTSS?

10:00 Break

10:15 The Components of MTSS

10:30 Arriving at MTSS

10:45 Paradigm Shift

11:15 Systems Change & Implementation

11:45 Lunch

12:45 Problem-Solving Teams/SBLTs

1:45 Decision Making for Results

2:15 PBIS Example

2:45 Break

3:00 Beliefs Survey Results

3:45 Wrap up

Learning Targets – Day 1

1. I can explain the components of Saint Paul Public School’s Multi-Tiered Systems of Support.

2. I can explain the MTSS “Paradigm Shift.”

3. I can identify the three elements necessary for developing a successful MTSS system.

4. I can identify the six steps of the Problem Solving Process.

5. I understand how our leadership team will be central in developing multi-tiered systems of support.

Today’s Meet

http://todaysmeet.com/mtss

Beliefs Survey• To identify current beliefs and practices

• To identify how they will influence your MTSS planning and development.

• To measure changes in beliefs over time.

• To inform the leadership team of opportunities and challenges in developing consensus around this work.

• To maintain the honest dialogue essential to implementation of our MTSS framework.

Beliefs Survey

Who: SBLTs and school staffs

What: A baseline measurement of teams’ beliefs about how students should be served

Why: To inform the work we need to do

When: SBLTs complete survey during training; school staff complete survey by next meeting.

Beliefs Survey

A link for the survey is available on:

https://www.surveymonkey.com/s/GSW7PWQ

Organizing Our Work

What is a Multi-tiered System of Supports?

Myla Pope, MTSS Coach

What is MTSS?

• What happened to RTI?

• Why the name change?

What is MTSS?

MTSS is the practice of:(1) providing high-quality instruction/intervention matched to student needs and

(2) using learning rate over time and level of performance to

(3) make important educational decisions to guide instruction.

- NASDSE, 2005

MTSSA Multi-Tiered System of Supports (MTSS) is a term used to

describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention.

The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.

“Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency .

What does it look like?

Characteristics of a Building with MTSS:

A. Frequent data collection on students in critical areas

B. Prevention

C. Early identification of students at risk

D. Early intervention (ECFE & Kindergarten)

E. Interventions evaluated and modified (if necessary) frequently

F. Tiered levels of service delivery

G. All decisions made with or verified by data

What does it do?

District Outcomes of MTSS:

A. Improved rate of academic and behavior performance

B. Significant reduction of disparities between student groups

C. Reductions in special education referrals and placements

D. School improvement efforts clearly defined, monitored, and evaluated

MTSS IS: •A process designed to maximize student achievement•Focused on outcomes•About student progress•Good first teaching (Tier 1, Core Instruction)

MTSS IS NOT:•A way to avoid special education placement•A hoop to jump through to ensure Sp. Ed. placement•A block of time (Tier 2/3)

What it is and What it’s NOT

Group Discussion

•What is your new thinking about MTSS?

•Turn and Talk.

Four Essential Components

1. Screening Tools2. Core Instruction & Interventions3. Individual Interventions4. School level implementation5. Allocation of Instructional

Resources

Amanda VanDerHeyden, Ph.D., Education Research and Consulting, Inc.,

Problem Solving Process Data-Based

Decisions

Data-Based Decisions

Universal Screening: Academic: MAP, ACCESSBehavioral: SWIS, Campus

Progress Monitoring informs Core Instruction & Interventions

Students receiving Tier 2 or 3 interventions are monitored more closely to inform interventions implemented

Tier I: High-Quality Classroom Instruction and Management, Screening and Group Interventions

Tier 2: Targeted Interventions

Tier 3: Intensive Interventionswww.rtinetwork.org

Tiers of Support

1.) Focus on CORE instruction

2.) Differentiated Instruction across all tiers for all students

3.) Establishing systems and infrastructure to support Tier 1

4.) No capacity to support high numbers of students needing supplemental (Tier 2) and intensive services (Tier 3)

Tiers of Support

Year 1 is Tier 1

Professional Development

Accountability is Reciprocal

The system invests in capacity development in

return for more accountable performance.

Professional Development

Define the Problem

• Defining Problem/Directly Measuring Behavior

Problem Analysis

•Validating Problem•Identify variables that contribute to problem•Develop plan

Implement Plan

•Implement as intended•Progress Monitor •Modify as necessary

Evaluate

•Response to instruction•Evaluate implementation

Problem Solving Process

1. Individual Student & Teacher LevelPST, Teachers

2. Classroom/Grade/Department LevelDT/PLCs

3. Building Leadership TeamsDecision Making for Results

4. District LevelDepartments, District Improvement Plan

Problem Solving Process

Group Discussion

•What student-centered data are you gathering?

•How is the data being used to make decisions about programs and interventions?

•What changes do you think should be made to improve or increase the impact of interventions on student performance?

What student centered data are you currently gathering?

How is the data being used to make decisions about programs and

interventions?

What changes may need to be made to improve or increase the impact

of interventions?

Data Gathered How Data is Used Possible Changes to Make

Lynn Pham, Title I

Statutory & Regulatory Impact

NCLB• Rigorous scientific & evidence-based research• Emphasis on Teacher Quality

IDEA 2004• Students with disabilities have access to and make progress in the general education curriculum

•Least restrictive environment

Shifts in Federal Policy and Law

Accountability

• School-based (SCIP)• New designation labels - Multiple Measurement Rating (MMR) and Focus Rating (FR)• Ensure equitable outcomes for all students• Read Well by Third Grade • Council of the Great City Schools’ Audit - Need for well developed tiered academic and behavioral systems

Past - School Improvement

Some schools submitted two improvement plans based on AYP status- School Continuous Improvement Plan (SCIP) and the School Improvement Plan (SIP).

Present - School Improvement

• Minnesota has a new accountability system – the Multiple Measurement Rating (MMR) and Focus Rating (FR).

• This year, the SCIP will suffice as the improvement plan for both the district and the state. SCIP as a “living” document.

• SCIP serves as the Title I School- Wide Plan for all SPPS Title I schools.

Under Strong Schools, Strong Communities, Saint Paul schools are expected to re-emerge at the Heart of the Community by:

Raising Student AchievementAligning Resources Sustaining Improvements

In order to raise student achievement by 25% and close the opportunity gap, every school needs to make significant improvements and continued growth .

Present- SY 2012-2013

Future- SY 2012-2013

• In order to better align our resources, various departments represent the MTSS Training Team to help with school-wide improvement efforts.

• MTSS Training Team will provide on- site assistance to support the MTSS Framework and the problem solving process Decision-Making for Results (DMR) to guide the SCIP.

Paradigm Shift

John Peterson, Data Coach

Paradigm Shift

Is what you are doing getting the results you

Kalisha

•Current Grade Placement = 3rd•Current Reading Level = 1st•Current Office Referrals/Suspensions = 8 per month

Adapted from Jim Wright

Current System

Interventions attempted

Student is referred

Student is tested

Voilà– Severe discrepancy

– Label: LD, EBD, OHD, ASD, lazy, etc…

– Placement in special education Adapted from Jim Wright

The Assumption is…

A discrepancy exists, thus there must be something wrong with the student

The Question is…..

How do we know what caused the concern if we never looked at anything

but the student?

What questions would you ask?

Curriculum & Instruction? Services?

Student Data? Equity?Adapted from Jim Wright

THE PASTAssume problem resides WITHIN the student

THE SHIFTAssume FIRST that the problem is with instruction, structures

The MTSS Paradigm Shift…

Proactive vs. Reactive

• Avoid the “Wait to Fail” mindset• Move to Screening early and often

• Formative Assessments• Progress Monitoring• Benchmark Assessment• Universal Screening• Screening Assessments• Summative Assessments

A Shift in Thinking

The central question is not: “What about the student is causing the

performance discrepancy?” but…

“What about the interaction of the curriculum, instruction, learners and

learning environment should be altered so that the students will learn?”

Ken Howell

Paradigm Shift

Constant Variable

PastInstruction &

TimeLearning

The Shift LearningInstruction &

Intensity: Instruction & Time

Intensity can be adjusted based on:

• Time• Frequency• Group size• Duration• Zone of Proximal Development• Specialist/Experienced Teacher

Elementary Literacy

Math Department

Systems Change and Transformational Change

Nancy Páez, Equity Coach

“Every system is perfectly aligned for the results it gets.”

Effective Schools

Table Top Activity

• Identify the characteristics of effective schools that you feel are PRESENT and those that are ABSENT in your school.

• Which of these characteristics would become a priority for your team?

Why have past efforts failed?• Failure to achieve consensus

• School culture is ignored

• Purpose unclear

• Lack of ongoing communication

• Unrealistic expectations of initial success

• Failure to measure and analyze progress

• Participants not involved in planning

• Participants lack skills and lack support for the implementation of new skills

What Do We Know About Systems Change?

• Communicate a clear and common vision

• Planned and pursued in a systematic manner over time

• One size does not fit all

• Professional development is critical

• Outcome evaluation is critical

Reaching Consensus: Why Change?

Educators will embrace change when two conditions exist:

• They understand the need for change

• They perceive that they either have the skills or the support to implement change

Critical Elements of Consensus Building

Shared Beliefs• What do we believe about students and how they are best served?• Are the beliefs aligned-or not—with the MTSS model?• Are beliefs a resource, an obstacle or BOTH?

Understanding of Current Practices and Skills• What are we currently doing and does this align with our beliefs?• Do the practices of this model align with beliefs• Are we currently doing things that result in good outcomes for students?• Do we have the skills to do this or will get be able to get them AND the

support (PD)?

Common Understanding of Need• Are we happy with our student outcome data?

What is Consensus Building?

A process that:

• Gets people on the same page

• Shows people precisely what is being proposed

and why

• Gives people time to explore and ask questions

• Is open, honest, accurate

• If done well, results in commitment and buy-in

Tilly, 2007

In other words, Consensus is built when…

• Belief is shared

• Vision is agreed upon

• Implementation requirements are understood

Consensus

Achieved when a group of individuals with a common goal agree to support activities necessary to achieve that goal, even if that agreement differs from the wishes of individual members of the group.

Consensus

Making the shift to a new paradigm, like

MTSS, does not simply involve accepting a

new set of skills. It also involves giving up

certain beliefs in favor of others.

Ken Howell

Infrastructure

The structures needed to support the on-going work taking place.

-Schedules--Allocation of resources ($ & FTE)

-Assessments-Data reporting systems

-Tiers of support-Professional Development Plan

Infrastructure Development

May look different across buildings•Based on data, identify professional development (PD) needs •Create a PD plan •Assess and establish tiered systems of instructional delivery•Data systems and management•School Policies

Infrastructure needed for MTSS

• Organized by a Plan

• Driven by Professional Development

• Supported by Coaching and Technical Assistance (Skill Set)

• Informed by Data

School-Based Infrastructure

• School-based leadership team (SBLT)• School-based coaching• Process Technical Assistance• Interpretation and Use of Data• Master Calendar• Data Days• Evaluation Model

Implementation

Implementing the plan on behalf of all students.

Group Discussion

•Discuss the 3 elements: Consensus, Infrastructure, and Implementation

•Which of these are your building’s area of strength and of need?

Hmmm….

How does all this fit together?

Andrea Hafiz, MTSS Coach

Problem Solving Teams

Margaret Mead Never doubt that a small group of thoughtful, concerned citizens can change the world. Indeed, it is

the only thing that ever has.

Teams that use the problem solving process…

• Attendance• PBIS• SATs• Data Teams• Other?

Can you say “Team?”

• Agreement through consensus

• People stay focused on common goal

• This is about the student(s)

• The goal is significant improvement-not a cure

• Resources must be managed well

SBLT Members

• Principal/Assistant Principal

• Data Coach-role, not necessarily title

• Facilitator

• General Education Teacher (grade or subject area representation)

• Special Education Teacher

• Specialized Teacher-e.g., reading, math

• Student Services

• Other?

Responsibilities of SBLT

• Acquire the skills necessary to implement the MTSS process

• Evaluate the impact of instruction & interventions in Tiers

• Collaborate with building staff to strengthen or modify instruction and interventions

• Embrace the leadership responsibility in the building to promote the use of data-based decision-making to achieve high student performance

Responsibilities continued…

• Master School Calendar – allocate time…

• Facilitate Data Days

• Interpret and Use Data Consistently

• Evaluation

• Provide training and mentoring for all staff in the use of the problem solving process

Core Skill Areas for All Staff

• Data-Based Decision Making Process

• Coaching/Consultation

• Problem-Solving Process

• Data Collection and Management

• Instruction/Intervention Development, Support and Evaluation

All Problem-Solving Teams

•Apply a systematic problem solving process

•Focus on modifying the environment to support students

•Use interventions that have been determined to have a high probability of success given the problem identified

•Collect relevant data and monitor student progress frequently to assess response to the interventions

Two Sides of Problem Solving

1. Interpersonal/Group Process

2. Content/Problem Solving

Both are Necessary, but Neither is Sufficient

“An Analysis of Failed Consultation”

Problem-Solving Teams:

Common structures for Problem Solving Teams:

Standing: These are the most effective but least efficient

Ad hoc: These are the least effective but most efficient

Core: These are as effective as a Standing Team, but with higher efficiency than a Standing team.

6 – 8 Members

Grade-Level Representation, Coach, Admin

Sound Familiar?

Interpersonal Process

•Collaborative Relationship•Active Involvement•Trust/Confidentiality•Voluntary•Non-Judgmental•Decision-Making

Decision-Making For Results

A School-Based Leadership Team Problem Solving Framework

Amanda Herrera-Gundale, Data Coach

Building Collaborative Culture

Create a future vision:

What would it be like if we had better discipline and fewer hopeless students in May?

What would it be like if every teacher understood the work of core instruction?

What would it be like if our systems aligned to create multiple opportunities for student success?

DMR & PLCs with Data Teams Correlation

Decision-Making for Results PLCs as Data Teams

6 Step Process 6 Step Process

•Who? Building Leadership Team

•Big Picture for School Improvement•Focus on Building or District needs

•Multiple Data SourcesState Assessments, Disc., AttendanceMultiple Years (3) for trends, patterns

•Year-long Goals – End of Year

•Goal is to Create and Monitor SCIP

•Who? All Teachers on PLC/DTs

•Focused on Improved Instruction•Student Instructional Needs •Ideal focus is on one priority standard

•Single data sourceCFAs, 1 Month PBIS/attend/disciplineSingle Assessment administration

•Goal has specific, shorter timeline•Goals set for End of Unit/Segment or Standard

•Agree on Strategies in areas of- Leadership - Organization- Program - Instruction

•Agree on strategies for•Instruction

PLCs and SBLTs align

All school- based problem solving teams work in tandem with each other

Decision Making for Results

Inquiry

• Data-driven decision making begins by asking fundamental questions.

• What data sources are you using to gather the specific information?

Step 1: Conduct a Treasure Hunt

Why? To gather and organize data in order to gain insights about teaching and learning practices

Considerations• Measures of data• Disaggregation • Triangulation • Reflection

Measures of Data

• Student learning • Attendance, Discipline• Demographics• Perceptions• School processes – Behaviors within

our control: instructional and leadership strategies,

programs and resources, and organization

Example of Data Collection

Discipline Issues in Percentages

Other Measures of Data• Teacher learning/ Professional

Development• Tiers-

What type of programming do we have and who gets it?

• Who is involved in the decision- making processes for our school?

Step 2:Analyze Data to Prioritize Needs

• Why? To identify causes for celebration and to identify areas of concern

• Considerations

– Strengths– Needs– Behavior– Rationale

Step 3Establish SMART Goals

Why? To identify our most critical goals for student achievement based on the challenges that were identified through the inquiry process

Specific, Measurable, Achievable, Relevant, Timely

Step 4: Select Specific Strategies

• Why?

• Adult actions will impact student achievement

• Strategies are –

• Action-oriented• Measurable/accountable• Specific• Research-based, evidence- based, proven

• Considerations: Instructional, organizational, leadership, programmatic

Examples of Strategies at the SBLT level

Instructional strategies: • Professional development for teachers based on

the cause data

Leadership strategies:• Goal- setting based on data

Programmatic strategies:• Strategies aligned to mission/vision; student/

teacher orientations to these

Organizational strategies:• Scheduling; spaces

Step 5:Determine Results Indicators

Why? To monitor the degree of implementation and evaluate the effectiveness of the strategies

Results Indicators

Considerations

• Serve as an interim measurement

• Used to determine effective implementation of a strategy

• Used to determine if strategy is having the desired impact

• Help to determine midcourse corrections

Step 6Monitor and Evaluate Results

Why? To engage in a continuous improvement cycle that –

• Identifies midcourse corrections where needed

• Adjusts strategies to assure fidelity of implementation

Decision Making for Results

Example Using DMR/PBIS Implementation at Building

Kristin Reilly, PBIS Specialist

Step 1: Treasure Hunt• The leadership team regularly reviews data

from a number of sources:• SWIS - PBIS• Attendance - Campus• Academic performance – MCAs, MAP,

DataZone

Inquiry Questions

How healthy is our PBIS triangle?

• Tier I- Are at least 80% of our students successful with our Tier I instruction?

(0-1 referrals per year)• Tier II- What percentage of students require

Tier II intervention/supports? (2-5 referrals per year)

• Tier III- What percentage of our students require Tier III interventions/supports? (+6 referrals per year)

Inquiry Questions Continued

• Which sub-groups and students make up the Tiers?

• What time of day are we seeing the highest referrals?

• Location?• What problem behavior is showing up most

often?• Is there a relationship between referrals

and academic achievement?

Step 2: Analyze Data to Prioritize Needs

• High number of referrals led to discovery that our triangle was imbalanced

• AA students made up disproportionate number of referrals

• Location and time of day: cafeteria and recess • Problem Behavior = “Disrespect”• A small % of students made up majority of

referrals

Step 3: Establish SMART Goals

• Out of classroom referrals will decrease 10% in one year as measured by SWIS data.

• Out of classroom referrals for African American students will decrease by 10% in one year as measured by SWIS data.

• Cafeteria and playground referrals to decrease by 10% in one year as measured by SWIS data.

Step 4: Select Specific Strategies

• Create PBIS Data Teams meeting 2x month and focused on all 3 Tiers (graph)

• Create a new cafeteria plan (22 minute lunches and highly structured climate)

• Schedule reflected what is best for students not adults

• Change recess to Structured Play

• Provide PD to whole staff on PBIS related topics, Equity and Diversity, and fill teachers’ tool boxes.

Step 4: Select Strategies

Professional Development to Support Strategies

Professional Development:• Developed school-wide matrix and how it will be directly taught to students(Tier I)• Beyond Diversity training • Power of Language/Positive Reinforcement- Four to One positives• Building Positive Relationships with Students• Recognition Program• Focus Room Expectations

• What constitutes an Out of Classroom Referral?• Classroom Management Strategies- Best Practices• Responsive Classroom • Children Living in Poverty• Teach Like A Champion- Entry Routines, 100% Compliance• Active Supervision (being present and involved, scanning ,proximity)• De-escalation Techniques

Step 5: Results Indicators/Progress Monitoring

Step 6: Monitor and Evaluate resultsPlayground referrals decreased by 84% from 2010-11 school year to

2011-12 school year as measured by SWIS data

Percentage of Students by Ethnicity With Referrals

Am Ind/ Native 20.00 %Asian 32.20 %Black/ Af Am 50.59 %Hisp/ Latino 17.54 %Haw/ Pac Isl 0.00 %White 25.00 %

Step 6: Monitor and Evaluate Results

Step 6: Monitor and evaluate resultsSchool-wide results: Out of classroom referrals decreased by 20% from

2010-11 school year to 2011-12 school year as measured by SWIS data.

Next Steps:

Aligning Data Processes

Attendance

Achievement

SBLT Table Talk…

*What Problem-Solving Teams already exist

at your school?

* What are their roles and functions?

* How would you rate their effectiveness?

Beliefs Survey

Ty Thompson, MTSS Coach

Unpacking the Beliefs Survey

Discuss your team’s belief survey results

What are your beliefs?

How are beliefs aligned with school data and current practices?

Next steps?

Wrap-Up

Paul Holm, Program Manager, MTSS & PBIS

I know God won’t give me anything I can’t handle.

I just wish he didn’t trust me so much.

Mother TeresaMother Teresa

SURTHRIVAL

The fine art of growing, no matter what the situation and/or other people

throw at you.

Stevan Kukic

A mistake we often make in education is to plan the curriculum materials very carefully, arrange all the instructional materials wall to wall, open the doors of the school, and then find to our dismay that they’ve sent us the wrong kids.

A leader is a person you will follow to a place you would not go by yourself.

Joel Barker, Future Edge,

It is about Leadership…It is about Leadership…

Work to Date {

{Work Remaining

There Is A Lot of Work To Be DoneThere Is A Lot of Work To Be Done

Remember…

It’s not the falling down, but the getting up that matters…

1. One thing you learned, relearned, rediscovered after today’s session.

2. One thing you need more clarification about.

Two Minute Paper

Homework

• Establish, in writing, members of the SBLT, meeting dates & times

• Review SBLT Belief Survey Results

• Administer Belief Survey to building staff by November 2nd

• Administer Perceptions of Practices survey to SBLT

• Review the results and come with top 3 share outs

• Read RtI Article in your binder: What and Why?

• Choose one additional article and discuss with your team. Find article at thecenter.spps.org/mtss - go to MTSS documents

*Complete by training day 3

Curriculum, Instruction and Professional Development.

Documents